Class session 3 program ideas and needs assessment


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Class session 3 program ideas and needs assessment

  1. 1. ADLT 606 – Fall 2011 Discerning the Context Building a Base of Support Program Ideas and Needs Assessment Class Session 3
  2. 2. Agenda <ul><ul><li>Where are we with Caffarella’s Interactive Model of Program Design? </li></ul></ul><ul><ul><li>Paired discussions from Exercises 4.1 and 5.1 in Caffarella text – The Importance of Context in the Planning Process and Ensuring Support for your Program </li></ul></ul><ul><ul><li>Needs Assessment Discussion </li></ul></ul><ul><ul><li>Cultural Sensitivity in Conducting Needs Assessments and Designing Evaluations </li></ul></ul>
  3. 3. Caffarella’s Interactive Program Planning Model Interactive Model of Program Planning Building a Solid Base of support Identifying Program Ideas Sorting and Prioritizing Program Ideas Developing Program Objectives Designing Instructional Plans Devising Transfer of Learning Plans Formulating Evaluating Plans Making Recommendations and Communicating Results Preparing Budgets and Marketing Plans Coordinating Facilities and On-site Events Discerning the Context Selecting Formats, Schedules, and Staff Needs
  4. 4. Discerning the Context <ul><li>Defined as “the human, organizational, and environmental factors that affect the decisions planners make about programs.” </li></ul><ul><ul><li>People : who should be invited to the planning table? </li></ul></ul><ul><ul><li>Organization factors : structural, political, and cultural </li></ul></ul><ul><ul><ul><li>History and traditions, SOPs, who makes decisions </li></ul></ul></ul><ul><ul><ul><li>Power relations among individuals and groups; </li></ul></ul></ul><ul><ul><ul><li>coalitions </li></ul></ul></ul><ul><ul><li>Environmental </li></ul></ul><ul><ul><ul><li>The social, economic, and political climate </li></ul></ul></ul>
  5. 5. Analyzing the Context YOUR Program Planning Project <ul><li>Work with a partner </li></ul><ul><li>Consider your program planning project for this class and answer these questions: </li></ul><ul><ul><li>Who else should be invited to YOUR planning table? </li></ul></ul><ul><ul><li>What are the key contextual issues that need to be taken into consideration? </li></ul></ul><ul><ul><ul><li>Structural </li></ul></ul></ul><ul><ul><ul><li>Political </li></ul></ul></ul><ul><ul><ul><li>Cultural </li></ul></ul></ul>
  6. 6. Analyzing the Context YOUR Program Planning Project <ul><li>How do you think power will influence your program planning process in …. </li></ul><ul><ul><li>Shaping needs? </li></ul></ul><ul><ul><li>Setting agendas? </li></ul></ul><ul><ul><li>Determining populations? </li></ul></ul><ul><ul><li>Making decisions? </li></ul></ul><ul><ul><li>Allocating resources? </li></ul></ul>
  7. 7. Analyzing the Context YOUR Program Planning Project
  8. 8. Needs Assessment/Analysis and Generating Program Ideas
  9. 9. The ADDIE Model Assess, Design, Develop, Implement, Evaluate Assess Needs Prioritize needs Define objectives Develop lesson plans Develop materials Select trainer Select methods and techniques Schedule training Deliver the program or educational intervention Select evaluation criteria Determine evaluation design Conduct evaluation Interpret results
  10. 10. Needs Assessment Approaches <ul><li>Strategic </li></ul><ul><li>Competency-based - KSAOs </li></ul><ul><li>Job and task analysis </li></ul><ul><li>Training needs assessment </li></ul><ul><li>When do you use each one? </li></ul>
  11. 11. What is a task analysis? <ul><li>Systemic collection of data about a specific job or group of jobs to determine what individuals should be taught to achieve optimal performance </li></ul>
  12. 12. KSAOs – What are they? <ul><li>Knowledge – factual knowledge necessary for successful performance </li></ul><ul><li>Skill – level of proficiency at a task </li></ul><ul><li>Ability – A more general enduring trait (such as persistence, flexibility) </li></ul><ul><li>Other characteristics – personality, interests, and attitudes </li></ul>
  13. 13. How do you conduct a task analysis? <ul><li>Develop an overall description of what is expected of the individual. </li></ul><ul><li>Identify each task. </li></ul><ul><ul><li>Describe what should be done. </li></ul></ul><ul><ul><li>Describe what is actually done. </li></ul></ul><ul><li>Describe KSAOs needed. </li></ul><ul><li>Identify and prioritize areas that can benefit from training. </li></ul>
  14. 14. Components of a performance gap What is happening? What should be happening? Cause – Why does the problem exist? Symptoms – What are the effects of the problem? Gap Rothwell and Kazanas
  15. 15. Strategies for Collecting Needs Assessment Data <ul><li>Personal and Professional Experience </li></ul><ul><li>Experts </li></ul><ul><li>Interviews </li></ul><ul><li>Focus Groups </li></ul><ul><li>Observations </li></ul><ul><li>Standardized Assessment Instruments </li></ul><ul><li>Locally Constructed Instruments and Procedures </li></ul><ul><li>Extant Data </li></ul><ul><li>When do you use each one? </li></ul><ul><li>How do you communicate the results? </li></ul>
  16. 16. DEVELOPING CULTURAL SENSITIVITY <ul><li>What do we mean by “culture” ? </li></ul>
  17. 17. Strategies for Making Needs Assessments (and Evaluations) More Culturally Sensitive
  18. 18. Strategies for Making Needs Assessments (and Evaluations) More Culturally Sensitive